Academic Distress CommissionsJuly 14, 2015

Outline

Introduction to Academic Distress Commissions (ADCs)

Integration of Commissions into Statewide System of Support

New Academic Distress Commission Model

Introduction to Academic Distress

Commissions (ADCs)

Academic Distress Commissions

Adopted into law in 2007

Five volunteer members:• Three appointed by State Superintendent

– One of which is chair of commission• Two appointed by local board president

Academic Distress Commissions

Vague and incomplete authority• Example: Able to fire district administrators

but unable to hire or appoint them

Limited success with current structure• Better at identifying problem than

implementing a solution

Academic Distress Commissions

ADC triggered after rating of academic emergency and four years of failing AYP

Transitioning to an overall grade trigger

Youngstown ADC created in 2010

Lorain ADC created in 2013

Integration of Commissions into

Statewide System of Support

District Support Statuses

School Labels

ADC and Intensive District InterventionsImplement the Ohio Improvement Process (OIP) or similar ODE approved school improvement process in all buildings.

DLT, BLT and TBTs and OIP 5-Step ProcessDistrict and building improvement plans

Implement School Turnaround Intervention Models in Priority schools

ADC and Intensive Districts Interventions

Monitor OIP and Turnaround Model implementation 3 times a yearADC and select districts will receive a District Review

Six Standards

Human Resources & Professional

Development

Student Support

Fiscal Management

Leadership & Governance

Curriculum & Instruction

Assessment & Use of

Data

The District Review instrument identifies the SYSTEMIC practices and policies in these areas.

District Review Team Members

Reviewer Data

Occurs throughout the site visit.

District Docume

ntsRead about

it

Facility and Classroom

ObservationsSee it in action

InterviewsHear about

it

District Review ReportProvides

Findings based on Evidence

Strengths to build on

Challenges and Areas for Growth

Recommendations

Staff Support

Fiscal and academic monitors

New: Improvement coordinators• Piloting in ADC districts

New Academic Distress Commission Model

New ADC Model

Despite best efforts of people involved, the current model has not worked

New model addresses shortcomings of current ADC structure

Borrows successful aspects of Mass. Model

New ADC Model

Five volunteer members:• Three appointed by State Superintendent

– One of which is chair of commission– One must be from district’s county

• One appointed by local board president– Must be a teacher from the district

• One appointed by mayor

New ADC Model

Commission appoints a paid, fulltime CEO

CEO works with the community to create and implement improvement plans

Clear authority and new management tools

New ADC Model Phase-In

New ADC begins in Youngstown in 2015-2016

Lorain continues with current ADC

If Lorain doesn’t meet exit criteria, new ADC forms for the 2017-2018 school year

New ADC Model

Graduated approach to CEO authority

Based on district performance each year

Possible for district to transition out of ADC each year

New ADC Model: Year 1

Commission appointed

CEO selected by commission• Serves at the pleasure of the commission

CEO engages community and creates improvement plan for the district

New ADC Model: Year 1

CEO assumes authority of superintendent and district board of education

At the discretion of the CEO, both may still be involved in district

Updated model gives CEO no new powers over CBAs in year one

New ADC Model: Year 1

Enterprise fund created for improvement plan

Up to $1.5 million in extra state funding for Youngstown this biennium

Can be used for community learning centers and to build on what is working in the district

New ADC Model: Year 2

CEO may select some schools for reconstitution, effective in year three

CEO may choose from models currently in law or propose an innovate approach

May involve changes in staffing and community schools, but this not required

New ADC Model: Year 2School reconstitution examples:

• Change the mission of the school:– Example: Create a STEM focus for school

• Replace the principal*

• With ADC approval, close school or reopen school as community school*

*Longstanding turnaround model in law

New ADC Model: Year 3

Unions and bargaining on contracts continue

CEO may limit, suspend, or alter any provision of the collective bargaining agreement provided the changes do not reduce the salary or benefits of employees covered by the contract

New ADC Model: Year 4

CEO continues implementing the improvement plan and reconstituting schools, as appropriate

All previous authority and guardrails continue

New ADC Model: Year 5

District board of education transitions to a board appointed by the local mayor

Role of the board is otherwise unchanged

After district improves, community may vote to transition back to an elected board

New ADC Model: Beyond Year 5

CEO continues implementing the improvement plan and reconstituting schools, as appropriate

All previous authority and guardrails continue

Transition Out of New ADC

If the district reaches an overall grade of “C”, district begins two year transition

Helps build capacity with local leaders to continue improvement

Transition Out of New ADC

Graduated increase of CEO authority stops • Example: If a district gets a “C” on their year two

report card, CEO has authority of year two

District continues to transition out as long as district does not earn an “F” overall

• A district that gets an “F” returns to same step

Quality School Choice

All students in district eligible for EdChoice

State Superintendent report on financial incentives for quality school choices

• January 15, 2016

ADC may work with state to create quality school choice accelerator

Questions?